What is PBL? PBL is a model for classrooms that emphasizes long- term, interdisciplinary and student-centered activities. You will conduct in-depth investigations of a real world environmental issue/concern. Students will be engaged and obtain a deeper knowledge of a subject area through inquiry, research, experimentation and/or the assistance of a community member. You will explore, investigate, and construct new meaning from prior knowledge and from the information that is retrieved from multiple sources. You will need to think critically and creatively. You also need to obtain DATA and ANALYZE the data!!
What to do first? Beginning Inquiry Stage (Initiating and Planning) Use prior background knowledge as a base to identify a topic area for new inquiry – examples will be provided. Develop and refine inquiry questions Need to develop specific inquiry questions (not too broad). Plan the actual inquiry… SMART goals (Specific, Measureable, Attainable, Realistic and Timely). http://www.youtube.com/watch?v=YmOS3dj9h0s Find the resources and information to support your inquiry question.
What you need to do after you have an Inquiry Questions Ongoing Inquiry Stage (Performing and Recording, analyzing and interpreting) Evaluate the information you find (validity, reliability). Conduct investigations into your inquiry question. Use tools and techniques to gather, record and organize data. Analyze data collected. Evaluate the relevance and/or reliability of the data. Interpret patterns and trends in the data. Explain how the data supports or refutes the inquiry question. Review and revise the plan for the inquiry.
How to conclude your Inquiry? Concluding Inquiry Stage (Communication and Teamwork) Use writing, media, and visual literacy to create a product that expresses your understanding of the content learned. Use communication skills to share new understandings of a topic in a way that others can assess, view, and use. Collaborate with others to exchange new ideas and new understandings. Recognize and discuss the environmental, economic, and societal implications of the project – key component of the ENV621A course. Use information and responsibly document sources accurately by avoiding plagiarism.
Where do you find your information? There is a range of possible resources for studying environmental issues: Print – books, magazines, newspapers, documents, etc.; Visuals – maps, illustrations, photographs, charts, graphs; Artifacts – concrete objects; Individual and community – interviews, field work, community sites; Multimedia – films, audio and video, television and radio, etc. Communication technology – internet sites, blogs, e-mail, and social media.
Time to form groups… Please get in groups of four-five people. You have the option of working as an individual – this is a lot more work for you BUT it is something you are welcome to do! You should be SMART about who you work with. Do they have the same interests? Can you work together? Will they be a good group worker? Can they put forward the amount of time and work necessary to complete our project?
What are some PBL Ideas? Brainstorm… Look through your textbook and see if there are any ideas that seem interesting to you…. 15 minutes…
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